Fiona S. Baker 《Teacher Development》2014,18(3):438-441

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  总被引：1，自引：1，他引：0  

Claire E. Baker  Claire E. Cameron  Sara E. Rimm-Kaufman  David Grissmer 《Early education and development》2013,24(6):833-854

Research Findings: Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, were used to examine the relation between parenting, sociodemographic characteristics, and school readiness among (N = 1,136) African American boys in kindergarten. Parenting was defined as parenting style (i.e., warmth and control), home learning stimulation, and culturally relevant parenting. Two child outcomes previously linked to school readiness were examined: kindergarten reading and approaches to learning. Hierarchical regression analyses were performed to address 2 research questions. First, does parenting predict kindergarten reading above and beyond the contribution of sociodemographic characteristics? Second, does parenting predict kindergarten approaches to learning above and beyond the contribution of sociodemographic characteristics? Practice or Policy: Children with parents who set consistent bedtimes, provided more books in their homes, and read to them more frequently had better kindergarten reading scores after socioeconomic status, environmental safety, and maternal education were controlled. Similarly, children with parents who provided more books in their home and read to their children more frequently had more positive teacher-rated approaches to learning scores in kindergarten. Implications for future research are discussed.  相似文献   

    

Joseph Baker  Dan Koz  Ann-Marie Kungl  Jessica Fraser-Thomas  Jörg Schorer 《High Ability Studies》2013,24(1):63-76

In an effort to understand the process of skill acquisition and decline, researchers have largely neglected a critical aspect of this development – maximizing time at the highest levels of achievement. This study examined length of career for professional athletes in basketball, football, ice hockey, and baseball and considers whether career length differed by position and player performance (standardized career performance). Results revealed career length differences among positions in baseball and football but not basketball and ice hockey. In all sports, longer careers were associated with superior performance, reinforcing the notion that performance is a critical indicator of career length and suggesting positional demands influence career length. Results highlight the need for further work on this important stage of development.  相似文献   

    

Alfred P. Rovai  Mervyn J. Wighting  Jason D. Baker  Linda D. Grooms 《The Internet and Higher Education》2009,12(1):7-13

The purpose of this study was to develop and validate a self-report instrument that can be used to measure learning in the cognitive, affective, and psychomotor domains. The study underwent three phases, each with its own data collection and analysis. Phase I featured the development, testing, and factor analysis of an 80-item instrument that addressed cognitive, affective, and psychomotor learning that was administered to a sample of 142 online and face-to-face learners. Based on the results, the instrument was reduced to 21 items for Phase II and tested with a new sample of 171 online and face-to-face students. The results of confirmatory factor analysis suggested a better data fit with an even smaller 9-item instrument, which was then administered to a new sample of 221 online and face-to-face students in Phase III. The results of this final phase are presented along with the resulting CAP Perceived Learning Scale, a 9-item self-report measure of perceived cognitive, affective, and psychomotor learning. Implications and usage of the CAP Perceived Learning Scale for research and practice are also discussed.  相似文献   

    

Rob Smith  Matt O'Leary 《Journal of educational administration and history》2015,47(2):174-192

This article examines the nature of an on-going educational partnership between a Higher Education institution and a number of Further Education (FE) colleges in the West Midlands region of England, forged against the backdrop of sectoral marketisation and neoliberal reform. The partnership originates in the organisation and administration of Initial Teacher Education (ITE) courses for FE student-teachers across a range of sites. These collaborative ITE programmes prepare students to teach in FE settings and conceptualise the FE teacher as a critically informed practitioner, equipped to engage with research and knowledge production practices in the sector. The permeable grouping of teacher educators that has emerged identifies itself as a ‘community of practice’ and uses this concept in the development of a pattern of cultural interaction that scaffolds the continuing professional development of practitioners across the region. This article outlines the underpinning values of the Higher Education (HE)/FE partnership and explores how the partnership has responded to the neoliberal policyscape. Through a number of examples, the authors illustrate how this community seeks to translate shared beliefs into everyday practice, not least through a critical and participatory approach to practitioner research activities which challenges the performative practices that have come to dominate FE in England.  相似文献   

    

Matt Homer  Jim Ryder  Indira Banner 《British Educational Research Journal》2014,40(4):610-636

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Ardith Baker Ph.D. 《Teaching Statistics》2014,36(1):2-6

Chocolate chip cookies are used to illustrate the importance and effectiveness of control charts in Statistical Process Control. By counting the number of chocolate chips, creating the spreadsheet, calculating the control limits and graphing the control charts, the student becomes actively engaged in the learning process. In addition, examining and interpreting the control charts within the context of the cooking making process encourage the student to think critically in order to solve problems.  相似文献   

    

Alexander W. Wiseman  M. Fernanda Astiz  David P. Baker 《Compare》2014,44(5):688-709

The rise in globalisation studies in comparative education places neo-institutional theory at the centre of many debates among comparative education researchers. However, uncertainty about how to interpret neo-institutional theory still persists among educational comparativists. With this uncertainty comes misinterpretation of its principles, variations and explanatory power. Two problematic misconceptions prevail: (1) the belief that the ‘world culture’ strand is the only version of neo-institutional theory applicable to comparative education research; and (2) the assumption that the global homogenisation of society, culture and schooling is a goal of researchers applying neo-institutional theory to comparative education phenomena. This article addresses these misconceptions, elucidating neo-institutional theory and its applicability to comparative education research. Our findings suggest that neo-institutional frameworks for comparative education research are useful, but that complementary approaches and methods are also necessary.  相似文献   

    

Matt Grimes 《Gender and education》2014,26(1):88-90

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Fiona S. Baker 《Early Years: An International Journal of Research and Development》2015,35(1):22-35

Abu Dhabi Education Council’s new school model recognizes the value of play, although anecdotal evidence suggests that there are challenges to play in the preschool context. This article reports on challenges from the English Medium teacher perspective. Findings show that challenges are related to: (a) children meeting teacher expectations for play which may be limited by: real-life exposure, the nanny’s role, a desert climate for outdoor play, overuse of technology; and English as an additional language; (b) acquiring adequate resources for play, including open-access to Internet sites, meaning teachers have to use their own money to provide resources for play; (c) establishing boundaries and managing behaviour, especially for boys; (d) working with conflicting time pressures caused by academic performance benchmarking, accountability and workload; and (e) working with diversity, including meeting parental expectations, collaborating with colleagues and understanding the cultural and linguistic background of children. Recommendations to lessen the challenges of nurturing appropriate play experiences are made within the context of the findings.  相似文献